CONCEPT MAPPINGCONCEPT MAPPING

A TEACHING STRATEGYA TEACHING STRATEGY

BY:BY:

NATALIE WOOLDAND, RN, BSNNATALIE WOOLDAND, RN, BSN

WHAT IS CONCEPT MAPPING?WHAT IS CONCEPT MAPPING?

““A concept map is a special form of a web diagram for exploring knowledge A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information”. (The Graphic Organizer, n.d.)and gathering and sharing information”. (The Graphic Organizer, n.d.)

““Concept Mapping is the strategy employed to develop a concept map”. (The Concept Mapping is the strategy employed to develop a concept map”. (The Graphic Organizer, n.d.) Graphic Organizer, n.d.)

““Concept Mapping is a contemporary nursing educational strategy that can be Concept Mapping is a contemporary nursing educational strategy that can be used to promote motivation y enabling the learner to integrate previous used to promote motivation y enabling the learner to integrate previous learning with newly acquired knowledge through diagrammatic mapping, learning with newly acquired knowledge through diagrammatic mapping, which facilitates the gaining of complex knowledge with visual links”. which facilitates the gaining of complex knowledge with visual links”. (Bastable, 2008, p. 621)(Bastable, 2008, p. 621)

A way of representing relations between ideas, images or words, in the same A way of representing relations between ideas, images or words, in the same way that a road map represents the locations of highways, and towns way that a road map represents the locations of highways, and towns

Also known as: Semantic networks, cognitive structures, knowledge Also known as: Semantic networks, cognitive structures, knowledge structures, conceptual knowledge. (The virtual Institute, n.d)structures, conceptual knowledge. (The virtual Institute, n.d)

DESCRIPTIONDESCRIPTION A concept map consists of A concept map consists of nodes/cellsnodes/cells that contain a concept, that contain a concept,

item or question and links. The item or question and links. The linkslinks are labeled and denote are labeled and denote direction with an arrow symbol. The labeled links explain the direction with an arrow symbol. The labeled links explain the relationship between the nodes. The relationship between the nodes. The arrowarrow describes the describes the direction of the relationship and reads like a sentence.direction of the relationship and reads like a sentence.

Identify a focus question that pertains to the problem one Identify a focus question that pertains to the problem one wishes to address on the map. Present in a hierarchal manner, wishes to address on the map. Present in a hierarchal manner, with general concepts at the top and more specific concepts with general concepts at the top and more specific concepts below. Should have cross-links that depict a connection or below. Should have cross-links that depict a connection or relationship of knowledge. relationship of knowledge.

The focus is the relationships among concepts The focus is the relationships among concepts

DESCRIPTION CONT.DESCRIPTION CONT. Four major categories of concept maps:Four major categories of concept maps: 1. 1. Spider Concept Map-Spider Concept Map- organized by placing the organized by placing the central central

theme or unifying factor in the center of the map. theme or unifying factor in the center of the map. Outwardly Outwardly radiating sub-themes surround the center of the radiating sub-themes surround the center of the map.map.2. 2. Hierarchy Concept Map-Hierarchy Concept Map- present information in a present information in a descending order of importance. The most descending order of importance. The most important important information is placed on the top.information is placed on the top.3. 3. Flowchart Concept Map-Flowchart Concept Map- organizes information in a linear organizes information in a linear

format. format. 4. 4. Systems Concept Map-Systems Concept Map- Organizes information in a Organizes information in a format which is similar to a flowchart with the format which is similar to a flowchart with the addition addition of inputs and outputs.of inputs and outputs.

EXAMPLEEXAMPLE

APPLICATION OF COGNITIVE APPLICATION OF COGNITIVE LEARNING THEORYLEARNING THEORY

Cognitive learning, a highly active process largely directed by Cognitive learning, a highly active process largely directed by the individual, involves perceiving the information, the individual, involves perceiving the information, interpreting it based on what is already known, and then interpreting it based on what is already known, and then reorganizing the information into new insights or reorganizing the information into new insights or understanding. (Bastable, 2008, p. 60)understanding. (Bastable, 2008, p. 60)

Like cognitive theory, concept mapping also involves Like cognitive theory, concept mapping also involves interpreting information based on what is already known, and interpreting information based on what is already known, and what is being taught and reorganizing the information into a what is being taught and reorganizing the information into a new understanding.new understanding.

Involves critical thinking and understanding. Involves critical thinking and understanding.

APPLICATION TO TEACHING APPLICATION TO TEACHING SITUATIONSITUATION

Introducing a topic domain or course-Introducing a topic domain or course- At the beginning of a course, or at the At the beginning of a course, or at the beginning of a major unit or topic within a course, use as a means of conveying beginning of a major unit or topic within a course, use as a means of conveying to the students what will be studied and provide them with a big-picture to the students what will be studied and provide them with a big-picture overview of the topic. Create a map on the board/computer, and have students overview of the topic. Create a map on the board/computer, and have students follow it and comment on it. Have students create individual or small-group follow it and comment on it. Have students create individual or small-group concept maps based on their understanding of the topic at that point in time. Use concept maps based on their understanding of the topic at that point in time. Use these as a reference point for the course or unit.these as a reference point for the course or unit.

Use as a learning tool-Use as a learning tool- used as an alternative to note taking. Recall is easier, used as an alternative to note taking. Recall is easier, main ideas are more clearly defined and relative importance of each idea is main ideas are more clearly defined and relative importance of each idea is clearly indicated, links between concepts are immediately recognizable, allows clearly indicated, links between concepts are immediately recognizable, allows for easy addition of new information. Used in lieu of more traditional classroom for easy addition of new information. Used in lieu of more traditional classroom outlines. outlines.

Mid-Term assessments and reviews-Mid-Term assessments and reviews- The presence of concepts and The presence of concepts and relationships on a map can provide an instructor with a snapshot of student relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from class are provide insight for instructors attempting to evaluate how ideas from class are being incorporated. being incorporated.

APPLICATION CONT.APPLICATION CONT. End-of-course assessments and reviews-End-of-course assessments and reviews- allows to see what students are learning allows to see what students are learning

over the course of their collegiate careers and how they can apply it. Allows for over the course of their collegiate careers and how they can apply it. Allows for greater synthesis of seemingly disparate topics that the traditional examination greater synthesis of seemingly disparate topics that the traditional examination would allow would allow

Study guides-Study guides- concept maps are learning tools, a method for focusing the process of concept maps are learning tools, a method for focusing the process of studying in a constructive way. studying in a constructive way.

Knowledge reflection and integration tool-Knowledge reflection and integration tool- concept mapping provides a method for concept mapping provides a method for learners’ self-assessment of their own learning. learners’ self-assessment of their own learning.

Planning tool-Planning tool- they provide a shorthand form for organizing and sequencing ideas. they provide a shorthand form for organizing and sequencing ideas.

Way of note takingWay of note taking Aid in group brainstormingAid in group brainstorming Provides graphics for presentations and term papersProvides graphics for presentations and term papers Used in hospital setting to link symptoms to possible diagnosis in complex medical Used in hospital setting to link symptoms to possible diagnosis in complex medical

casescases

APPROPRIATE SETTINGSAPPROPRIATE SETTINGS

College level settingCollege level setting

Nursing SchoolNursing School

ResearchResearch

College level classroom College level classroom settingsetting

Hospital Hospital

PROS/CONSPROS/CONS Concept maps are easy to use.Concept maps are easy to use. Provide tools for spatial Provide tools for spatial

representations of content, which representations of content, which helps memory.helps memory.

Enhances comprehension and the Enhances comprehension and the retention of ideas.retention of ideas.

Demonstrate the Demonstrate the interconnectedness of ideas.interconnectedness of ideas.

Improve problem-solving Improve problem-solving performance in learners.performance in learners.

Promotes deep processing of Promotes deep processing of knowledge, and better knowledge, and better understanding.understanding.

Promotes the ability to apply Promotes the ability to apply knowledge in new situations. knowledge in new situations.

Develops students; capacity to Develops students; capacity to learn independently.learn independently.

Can not truly map ones mind, just Can not truly map ones mind, just what we think is in the mind.what we think is in the mind.

Have a limited ability to represent Have a limited ability to represent casual relationshipscasual relationships

The knowledge the concept map The knowledge the concept map represents is dynamic, it changes represents is dynamic, it changes with the experiences and with the experiences and backgrounds of those producing backgrounds of those producing the maps. the maps.

ADAPTATIONADAPTATIONRules to govern the construction of concept maps.Rules to govern the construction of concept maps.

1. Concepts are located in rectangles or other geometric forms. Concepts can 1. Concepts are located in rectangles or other geometric forms. Concepts can be represented by single key words or phrases or simple drawings. Arcs be represented by single key words or phrases or simple drawings. Arcs are lines used to connect the concepts. Linking works are sometimes are lines used to connect the concepts. Linking works are sometimes written on the arcs to describe the relationship between the two concepts. written on the arcs to describe the relationship between the two concepts.

2. The linking words should specifically explicate the relationship between the 2. The linking words should specifically explicate the relationship between the two concepts. Together with the two concepts, the linking words form a two concepts. Together with the two concepts, the linking words form a proposition. It should be noted that the literature views these linking proposition. It should be noted that the literature views these linking words is optional in terms of concept map construction.words is optional in terms of concept map construction.

3. No right map exists, as all maps are idiosyncratic to each individual. 3. No right map exists, as all maps are idiosyncratic to each individual. 4. The interconnections between concepts give rise to the power of the 4. The interconnections between concepts give rise to the power of the

concept map. More interconnections and cross-linkages are an indication concept map. More interconnections and cross-linkages are an indication of a greater complexity and sophistication of understanding. of a greater complexity and sophistication of understanding.

5. Determine the topic or domain of interest to be modeled, write that term 5. Determine the topic or domain of interest to be modeled, write that term (concept) in the middle of a sheet of paper, think of related concepts to (concept) in the middle of a sheet of paper, think of related concepts to that initial one and begin writing them down on the paper near the first that initial one and begin writing them down on the paper near the first term, connect related concepts with lines, and keep adding more term, connect related concepts with lines, and keep adding more concepts and relationship lines to the map as it grows. concepts and relationship lines to the map as it grows.

EVALUATIONEVALUATION The number of nodes indicates the breadth of the map. The number of node/link The number of nodes indicates the breadth of the map. The number of node/link

combinations indicate completeness. The ratio of instances to concepts is an indicator combinations indicate completeness. The ratio of instances to concepts is an indicator of how well integrated the concepts in the domain are embedded. The depth can be of how well integrated the concepts in the domain are embedded. The depth can be measured by levels of nodes represented, is the linking valid? Are the relationships measured by levels of nodes represented, is the linking valid? Are the relationships clear and descriptive? Is accuracy of the information included in the map? clear and descriptive? Is accuracy of the information included in the map?

Evaluated and graded according to the use of hierarchal organization, progressive Evaluated and graded according to the use of hierarchal organization, progressive differentiation, and integrative reconciliation of concepts. differentiation, and integrative reconciliation of concepts.

The presence of concepts and relationships on a map can provide an instructor with a The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from key concepts provide insight for instructors attempting to evaluate how ideas from class were absorbed by students. Aids the instructor in assessing what students class were absorbed by students. Aids the instructor in assessing what students understand and how they relate the material to the overall course goals. understand and how they relate the material to the overall course goals.

Counting the total number of concepts, counting the total number of relationships, Counting the total number of concepts, counting the total number of relationships, measuring the map complexity, comparing the maps to that of an expert or an measuring the map complexity, comparing the maps to that of an expert or an instructor, or comparing the maps from the beginning or middle of the semester to the instructor, or comparing the maps from the beginning or middle of the semester to the maps created at the end of the semester. maps created at the end of the semester.

CONCLUSIONCONCLUSION

Concept maps will enhance learning and promote the use of Concept maps will enhance learning and promote the use of various critical thinking cognitive skills, such as analysis, various critical thinking cognitive skills, such as analysis,

interpretation, inference, explanation, and self-regulation. It interpretation, inference, explanation, and self-regulation. It will challenge students to think more critically, and prepare will challenge students to think more critically, and prepare

them for the high-stake demands in nursing that often require them for the high-stake demands in nursing that often require time-constrained novel problem solving. There are many time-constrained novel problem solving. There are many

occasions where the concept map is an appropriate tool for occasions where the concept map is an appropriate tool for assessing learning and synthesis of major areas, ether as an assessing learning and synthesis of major areas, ether as an additional tool to use alongside more traditional assessment additional tool to use alongside more traditional assessment

methods or as a replacement for them. Concept maps are also methods or as a replacement for them. Concept maps are also a helpful tool for the instructor to use in representing material a helpful tool for the instructor to use in representing material

to the class. to the class.

REFERENCESREFERENCES Bastable, S. (2008). Nurse as Educator: Principles of Teaching Bastable, S. (2008). Nurse as Educator: Principles of Teaching

and Learning for Nursing Practice (3rd ed.). Sudbury, MA.and Learning for Nursing Practice (3rd ed.). Sudbury, MA. Chiou, C.C. (2008). The Effect of concept Mapping on Chiou, C.C. (2008). The Effect of concept Mapping on

Students’ Learning Achievements and Interests. Innovations in Students’ Learning Achievements and Interests. Innovations in Education and Teaching International, 45(4), 375-387. Education and Teaching International, 45(4), 375-387. Retrieved April 9, 2009, from Academic Search Premier Retrieved April 9, 2009, from Academic Search Premier database.database.

Croasdell, D.T., Freeman, L.A., & Uraczeqski, A. (2003). Croasdell, D.T., Freeman, L.A., & Uraczeqski, A. (2003). Concept Maps for Teaching and Assessment. Communications Concept Maps for Teaching and Assessment. Communications of the Association for Information Systems, 12, 396-405. of the Association for Information Systems, 12, 396-405. Retrieved April 10, 2009, from Retrieved April 10, 2009, from www.acis.pamplin.vt.edu/faculty/tegarden/3516/handouts/CAIwww.acis.pamplin.vt.edu/faculty/tegarden/3516/handouts/CAIS2003-Croasdell.pdfS2003-Croasdell.pdf..

REFERENCES CONT.REFERENCES CONT.

The Graphic Organizer. (n.d.). Concept Maps. The Graphic Organizer. (n.d.). Concept Maps. Retrieved April 9, 2009, from Retrieved April 9, 2009, from www.graphic.org/concept.htmlwww.graphic.org/concept.html

The Virtual Institute. (n.d.). Concept Maps. Retrieved The Virtual Institute. (n.d.). Concept Maps. Retrieved April 10, 2009, from April 10, 2009, from www.ettc.net/techfellow/inspir.htmwww.ettc.net/techfellow/inspir.htm

Vacek, J.E. (2009). Using a Conceptual Approach Vacek, J.E. (2009). Using a Conceptual Approach with concept Mapping to Promote Critical Thinking. with concept Mapping to Promote Critical Thinking. Educational Innovations, 48(1), 45-48. Retrieved Educational Innovations, 48(1), 45-48. Retrieved April 10, 2009, from CINAHL with Full Text April 10, 2009, from CINAHL with Full Text database.database.